Over the next two weeks (by Nov. 8) and with a partner if you’d like, find a good article published within the last 5-7 years about journals / journaling from a reputable professional education / academic journal (some suggestions: English Journal, Voices from the Middle, Language Arts, etc.).
Provide a complete citation in APA format [ex., Author(s). (Date). Title of article. Title of Journal, Vol., No., page #’s.] and a brief annotation of the article (i.e., what it offers us about journals/journaling) in below.
If the article is available online, make the title of the article in your citation a link or provide the URL as a link to the article online.
Be sure to put your name (and if applicable, your partner’s name too) beside your entry!
Add your articles and annotations here!!
McMillan, S., & Wilhelm, J. (2007). Students' stories: Adolescents constructing multiple literacies through nature journaling. Journal of Adolescent & Adult Literacy, 50(4), 370-377. Retrieved from http://www.jstor.org.prox.lib.ncsu.edu/stable/40015479 (Robin Oelrich)
This article talks about how journaling can be used across the [[#|curriculum]] and how it can be used to construct multiple literacies. The article talks about how journals allow students to [[#|work out]] ideas and connect lesson in both words and pictures. Students can use the journal in whatever form they decide as long as they can make connections to the material given to them. In the article journals were used in math, science and literature classes to help make connection about the moon.
While this article focuses on an older audience than middle school students, the information presented can be directly implemented in a middle school classroom. The article takes an in depth look at the best way to structure students' journal responses/entries and what students can get from having them structured in certain ways. It also provides insight on how teachers can best create journal questions that will elicit the best responses from the students.
Stephanie Hairyes Kirby, D., Kirby, D. L., & Liner, T. (2004). Inside out: Strategies for teaching writing. (3rd ed., pp. 61-75). Portsmouth, NH: Heinemann. This article is from a textbook that I read during Dr. Pope's class. It outlines several different strategies that teachers can use to get students writing in the classroom. Some of the strategies include the writer's notebook where teachers can write down activities for students to do within the notebook. The chapter also suggested a dialogue journal where students can dialogue with one another or they can dialogue with the teacher. The last type of journal the chapter suggested that students use the journal as a project journal. Teachers can have students complete assignments in the journal all year long and then it can serve as a final project. Samantha Melton & Jade Garrett Baxter, S. (2009). Journals in the language classroom.English Teaching Forum, (4), 22-26. Retrieved from http://exchanges.state.gov/englishteaching/forum/archives/docs/09-47-4-e.pdf
The article begins by contrasting writing to learn and writing to communicate. Integrating a a journal routine in the classroom provides students with more opportunities to write to learn. The author provides suggestions on how to incorporate the journal into the classroom and mentions that it can be beneficial to ELL students if they are allowed to write in English and their first language. He also notes the importance of reading the journals and providing comments to the students on a regular basis. The students need to see the journal as a part of their learning and not as "busy work." This can be done by using the journal consistently for in class writing and other activities. The article also provides student opinions about journals in the classroom because the author emphasizes a learner-centered classroom. One student talks about how he got use to the journal and it provided an escape from formal writing.
This article is a summary of a study done in Australia. The researchers wanted to learn how online journaling affected male students’ ability to reflect on their own learning process. The researcher created an online environment for the students to use. The study found that the students’ learning and reflections did improve through the use of journaling. The author emphasizes the use of journals and self-reflection in the classroom as a way to promote self-regulation.
This is a very interesting article, as it was written in 1940 when the concept of assigning students to keep a personal journal was nearly unheard of. The writer, a high school English teacher, discusses the academic successes she has seen as a result of students keeping journals. She claims that by writing about things that matter to them and the way they feel, students were developing their own voice and breaking away from the stiff writing styles that they had been conditioned to utilize. In addition, she claims that students began taking deep pride in their journal writing and would often come to her for feedback. She emphasized the importance of not grading journals and criticizing them in no way. Feedback should be limited to responding to what the student has said in their writing, unless they request constructive criticism on a specific piece.
This article describes how self-reflection through journaling can be very therapeutic for adolescents. Experts also consider creativity and expressive artwork as a means to engage teens in a healing process. Journaling can be very significant as a learning tool. Writing in journals allows students to connect thoughts, feelings, and actions. Using journals may work well with shy students, afraid to participate in classroom discussions.
Though this article studies college students, I think it offers valuable findings for any students engaging in the language arts. The researcher uses an interesting approach by using journals as a way of transitioning between formal academic and creative writing. In an academic setting where the writing is mostly formal, students used their journals to express themselves creatively. In the same way students also use their journals to engage and reflect upon writing they do outside the journals, and use them for brainstorming.
Michelle Parker
Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.
This article describes the benefits of using a webblog or online journal in the classroom. I think it provides an interesting techonological alternative to the regular in class journal. My CT now does use blog posts for students to reply to (and allows them to work on it during lunch/break if they do not have access to the internet at home).
Mary Weeks
Journaling an active learning technique
By: Tim Blake
This aritcle describes how a science teacher uses nature for science. I think this is a great idea for science because most people think that journaling is just for English classes. The teacher takes the students outside to observe nature and then write. The teacher takes the students ideas of nature and incorporates that into writing. This gives students a chance to appreciate nature and their outside surroundings. An important aspect of this article is that this type of journaling completes the common core for other subjects such as English and social studies.
This article describes how journaling helps students develop critical thinking, self-understanding, and reflection. It is reflected in the article how important journaling is and how it involves writing to learn. The authors also express how journaling should not be structured, because students' thoughts and reflections can become constricted. I think this is a great idea and concept I hope to adopt for my classes. I feel that journaling gives students the opportunity to express themselves without being judged or criticize. I do not want to constrict my students' minds, so by not having the journals structured, I think it will allow for students' to be creative and explorative.
This article was a very interesting article, and I even bookmarked it on my laptop. It was about how important it is to use journals in other subject areas other then language arts. Writing skills are necessary, so it is important for students to write in all their classes. Depending on the class subject, depends on what type of journal your students will keep. The most common is the response journal, which is where students respond to reading assignments by writing their reaction to material you have assigned. The article then went into how you set the rules for how extensive you want the journals to be and how you should grade them, if you do decided to grade them. They said not to grade for error, but to base the grade on other things such as length and content.
Kelsey Bostic
Dialogic Reflection and Journaling
Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org.prox.lib.ncsu.edu/stable/30189281 This article discusses the Double-Entry Journaling and the benefits of it. I think that this type of journaling is great and I even bookmarked this article on my computer for future reference. There is a list at the end of the articles telling you the benefits of this way of journaling and there are a lot. I think I may try this out in my classroom sometime. Amanda Moniz & Kaitlyn Kelleher Kostos, K & Shin, Eui-kyung. (2010). Using math journals to enhance second graders’ communication of mathematical thinking. Early Childhood Education Journal, 38(3), 223-231. Retrieved from http://link.springer.com.prox.lib.ncsu.edu/article/10.1007%2Fs10643-010-0390-4
Although this article focuses on second grade students, the concept of mixing methods of teaching math and writing are widely seen in education journals. This study focused on how the use of journals within the math classroom would influence students’ knowledge of math content. Throughout the year, students and the teacher would reflect on their lessons in a journal. Students would also use these journals for assessments. The study found that with the use of these journals, students’ mathematical vocabulary and comprehension was greater than previous years within the same classroom. The teacher was also able to more easier understand her students’ thought processes concerning specific topics. Hailee Klauka
Link to article: http://ehis.ebscohost.com.prox.lib.ncsu.edu/ehost/detail?vid=4&hid=109&sid=86deddab-ecb6-4e63-8831-c5c1fe0e13d2%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=82471921 Gerde, H., Bingham, G., & Wasik, B. (2012). Writing in Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal,40(6), 351-359. doi:10.1007/s10643-012-0531-z
While this journal article focuses on early childhood classrooms, the message still stands. The main point of the article is to allow students to write! Scheduling time in the classroom for students to write will benefit them in all courses, not just ELA. Some points the article makes include: allowing students time to write, helping students engage in group writing
activities, and using writing to connect with families. The article pushes forth the idea that writing is crucial, and students should have chances to partake in writing revolving around their interests.
This article explains different types of journals and different varieties of reflective writing. It also explains that different types of journaling serve different purposes, and the best results are achieved when various journal methods are used. Phipps discusses the disadvantages of traditional journaling (such as hard to read handwriting, time management, and limited access), while also advocating electronic journals because they cannot be lost, are more organized, are pedagogically sound, and private.
Joshua Singer and Tyler Clark
Fahsl, A. J., & McAndrews, S. L. (2012). Journal writing: Support for students with learning disabilities. Intervention in School and Clinic, 47(4), 234-244. Retrieved from http://isc.sagepub.com.prox.lib.ncsu.edu/content/47/4/234
The article discusses the value of journaling for students (writing in general is beneficial for students in terms of developing their thinking skills). Specifically and as the title suggests, this article discusses the benefits of journal writing for students with learning disabilities and how journaling and journaling instructions can be structured for the benefit of students with disabilities. The article notes the importance of establishing clear and concise instructions, encouraging individual and collaborative efforts, making connections between the different strategies, and allowing for learning to be self-paced. The article discusses the importance of planning on the part of the teacher (establishing outcomes, determining goals and objectives, planning assessments and lessons, and meeting learner leads). Throughout the article, examples of good teaching practices are used as well as examples of student work.
DIRECTIONS FROM CLASS 10 PREP SHEET:
Over the next two weeks (by Nov. 8) and with a partner if you’d like, find a good article published within the last 5-7 years about journals / journaling from a reputable professional education / academic journal (some suggestions: English Journal, Voices from the Middle, Language Arts, etc.).
Provide a complete citation in APA format [ex., Author(s). (Date). Title of article. Title of Journal, Vol., No., page #’s.] and a brief annotation of the article (i.e., what it offers us about journals/journaling) in below.
If the article is available online, make the title of the article in your citation a link or provide the URL as a link to the article online.
Be sure to put your name (and if applicable, your partner’s name too) beside your entry!
Add your articles and annotations here!!
McMillan, S., & Wilhelm, J. (2007). Students' stories: Adolescents constructing multiple literacies through nature journaling. Journal of Adolescent & Adult Literacy, 50(4), 370-377. Retrieved from http://www.jstor.org.prox.lib.ncsu.edu/stable/40015479 (Robin Oelrich)
This article talks about how journaling can be used across the [[#|curriculum]] and how it can be used to construct multiple literacies. The article talks about how journals allow students to [[#|work out]] ideas and connect lesson in both words and pictures. Students can use the journal in whatever form they decide as long as they can make connections to the material given to them. In the article journals were used in math, science and literature classes to help make connection about the moon.
Stephanie Cogdill
Dunlap, Joanna C. (2006). Using Guided Reflective Journaling Activities to Capture Students' Changing Perceptions. Tech Trends, 50(6), 20-26.
Retrieved from: http://link.springer.com.prox.lib.ncsu.edu/article/10.1007%2Fs11528-006-7614-x#
While this article focuses on an older audience than middle school students, the information presented can be directly implemented in a middle school classroom. The article takes an in depth look at the best way to structure students' journal responses/entries and what students can get from having them structured in certain ways. It also provides insight on how teachers can best create journal questions that will elicit the best responses from the students.
Stephanie Hairyes
Kirby, D., Kirby, D. L., & Liner, T. (2004). Inside out: Strategies for teaching writing. (3rd ed., pp. 61-75). Portsmouth, NH: Heinemann.
This article is from a textbook that I read during Dr. Pope's class. It outlines several different strategies that teachers can use to get students writing in the classroom. Some of the strategies include the writer's notebook where teachers can write down activities for students to do within the notebook. The chapter also suggested a dialogue journal where students can dialogue with one another or they can dialogue with the teacher. The last type of journal the chapter suggested that students use the journal as a project journal. Teachers can have students complete assignments in the journal all year long and then it can serve as a final project.
Samantha Melton & Jade Garrett
Baxter, S. (2009). Journals in the language classroom.English Teaching Forum, (4), 22-26. Retrieved from http://exchanges.state.gov/englishteaching/forum/archives/docs/09-47-4-e.pdf
The article begins by contrasting writing to learn and writing to communicate. Integrating a a journal routine in the classroom provides students with more opportunities to write to learn. The author provides suggestions on how to incorporate the journal into the classroom and mentions that it can be beneficial to ELL students if they are allowed to write in English and their first language. He also notes the importance of reading the journals and providing comments to the students on a regular basis. The students need to see the journal as a part of their learning and not as "busy work." This can be done by using the journal consistently for in class writing and other activities. The article also provides student opinions about journals in the classroom because the author emphasizes a learner-centered classroom. One student talks about how he got use to the journal and it provided an escape from formal writing.
Alex Goforth
Campbell, C. (2009). Middle years students' use of self-regulating strategies in an online journaling environment. Journal of Educational Technology & Society, 12(3), 98-106. Retrieved from http://ehis.ebscohost.com.prox.lib.ncsu.edu/ehost/detail?sid=a3beade5-8827-47e1-9434-3e272ba9c94e@sessionmgr111&vid=1&hid=120&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl
This article is a summary of a study done in Australia. The researchers wanted to learn how online journaling affected male students’ ability to reflect on their own learning process. The researcher created an online environment for the students to use. The study found that the students’ learning and reflections did improve through the use of journaling. The author emphasizes the use of journals and self-reflection in the classroom as a way to promote self-regulation.
Hannah Acuff
Brown, E. F. (1940). Creative expression via student journals. The English Journay, 29(7), 582-585. Retrieved from http://www.jstor.org.prox.lib.ncsu.edu/stable/805572?seq=4
This is a very interesting article, as it was written in 1940 when the concept of assigning students to keep a personal journal was nearly unheard of. The writer, a high school English teacher, discusses the academic successes she has seen as a result of students keeping journals. She claims that by writing about things that matter to them and the way they feel, students were developing their own voice and breaking away from the stiff writing styles that they had been conditioned to utilize. In addition, she claims that students began taking deep pride in their journal writing and would often come to her for feedback. She emphasized the importance of not grading journals and criticizing them in no way. Feedback should be limited to responding to what the student has said in their writing, unless they request constructive criticism on a specific piece.
Pryscilla Lee
Utley, Allison; Garza, Yvonne (2011). The Therapeutic Use of Journaling with Adolescents. Journal of Creativity in Mental Health, v6 n1 p29-41 2011. 13 pp.
http://www.informaworld.com.prox.lib.ncsu.edu/openurl?genre=article&id=doi:10.1080/15401383.2011.557312
This article describes how self-reflection through journaling can be very therapeutic for adolescents. Experts also consider creativity and expressive artwork as a means to engage teens in a healing process. Journaling can be very significant as a learning tool. Writing in journals allows students to connect thoughts, feelings, and actions. Using journals may work well with shy students, afraid to participate in classroom discussions.
Stephanie Doss
Creme , P. (2008). A space for academic play: Student learning journals as transitional writing. Arts and Humanities in Higher Education, 7(1), 49-64. doi: http://search.proquest.com.prox.lib.ncsu.edu/llba/docview/811350780/13A43EF210818A4DD97/2?accountid=12725
Though this article studies college students, I think it offers valuable findings for any students engaging in the language arts. The researcher uses an interesting approach by using journals as a way of transitioning between formal academic and creative writing. In an academic setting where the writing is mostly formal, students used their journals to express themselves creatively. In the same way students also use their journals to engage and reflect upon writing they do outside the journals, and use them for brainstorming.
Michelle Parker
Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.
This article describes the benefits of using a webblog or online journal in the classroom. I think it provides an interesting techonological alternative to the regular in class journal. My CT now does use blog posts for students to reply to (and allows them to work on it during lunch/break if they do not have access to the internet at home).
Mary Weeks
Journaling an active learning technique
By: Tim Blake
Paige Smith and Blake G.
Cormell, Janita. (2012).Nature journaling. Science scope, 35(5), 38-43. Retrieved from
http://ehis.ebscohost.com.prox.lib.ncsu.edu/ehost/detail?sid=e52c8488-faf1-4369-8374-14e01f9c0504%40sessionmgr14&vid=1&hid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=sch&AN=69926293
This aritcle describes how a science teacher uses nature for science. I think this is a great idea for science because most people think that journaling is just for English classes. The teacher takes the students outside to observe nature and then write. The teacher takes the students ideas of nature and incorporates that into writing. This gives students a chance to appreciate nature and their outside surroundings. An important aspect of this article is that this type of journaling completes the common core for other subjects such as English and social studies.
Stephanie Snead
Schuessler, J., Wilder, B., Byrd, L. (2012). Reflective Journaling and Development of Cultural Humility In Students. Nursing Education Perspectives, 33(2), 96-99. Retrieved from
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1507fcaa-fe75-416a-8ff4-d9857c92ae94%40sessionmgr115&vid=2&hid=114
This article describes how journaling helps students develop critical thinking, self-understanding, and reflection. It is reflected in the article how important journaling is and how it involves writing to learn. The authors also express how journaling should not be structured, because students' thoughts and reflections can become constricted. I think this is a great idea and concept I hope to adopt for my classes. I feel that journaling gives students the opportunity to express themselves without being judged or criticize. I do not want to constrict my students' minds, so by not having the journals structured, I think it will allow for students' to be creative and explorative.
Brittany Waddell
Journaling across the Curriculum
Cheri Louise Ross
The Clearing House , Vol. 71, No. 3 (Jan. - Feb., 1998), pp. 189-190
Published by: Taylor & Francis, Ltd.
Article Stable URL: http://www.jstor.org.prox.lib.ncsu.edu/stable/30189346
This article was a very interesting article, and I even bookmarked it on my laptop. It was about how important it is to use journals in other subject areas other then language arts. Writing skills are necessary, so it is important for students to write in all their classes. Depending on the class subject, depends on what type of journal your students will keep. The most common is the response journal, which is where students respond to reading assignments by writing their reaction to material you have assigned. The article then went into how you set the rules for how extensive you want the journals to be and how you should grade them, if you do decided to grade them. They said not to grade for error, but to base the grade on other things such as length and content.
Kelsey Bostic
Dialogic Reflection and Journaling
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org.prox.lib.ncsu.edu/stable/30189281
This article discusses the Double-Entry Journaling and the benefits of it. I think that this type of journaling is great and I even bookmarked this article on my computer for future reference. There is a list at the end of the articles telling you the benefits of this way of journaling and there are a lot. I think I may try this out in my classroom sometime.
Amanda Moniz & Kaitlyn Kelleher
Kostos, K & Shin, Eui-kyung. (2010). Using math journals to enhance second graders’ communication of mathematical thinking. Early Childhood Education Journal, 38(3), 223-231. Retrieved from http://link.springer.com.prox.lib.ncsu.edu/article/10.1007%2Fs10643-010-0390-4
Although this article focuses on second grade students, the concept of mixing methods of teaching math and writing are widely seen in education journals. This study focused on how the use of journals within the math classroom would influence students’ knowledge of math content. Throughout the year, students and the teacher would reflect on their lessons in a journal. Students would also use these journals for assessments. The study found that with the use of these journals, students’ mathematical vocabulary and comprehension was greater than previous years within the same classroom. The teacher was also able to more easier understand her students’ thought processes concerning specific topics.
Hailee Klauka
Link to article:
http://ehis.ebscohost.com.prox.lib.ncsu.edu/ehost/detail?vid=4&hid=109&sid=86deddab-ecb6-4e63-8831-c5c1fe0e13d2%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=82471921
Gerde, H., Bingham, G., & Wasik, B. (2012). Writing in Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal,40(6), 351-359. doi:10.1007/s10643-012-0531-z
While this journal article focuses on early childhood classrooms, the message still stands. The main point of the article is to allow students to write! Scheduling time in the classroom for students to write will benefit them in all courses, not just ELA. Some points the article makes include: allowing students time to write, helping students engage in group writing
activities, and using writing to connect with families. The article pushes forth the idea that writing is crucial, and students should have chances to partake in writing revolving around their interests.
Rachel McSwain
Phipps, J. J. (2005). E-journaling: Achieving interactive education online. Educause Quarterly, 28, 1, pp. 62-65.
Link to article: http://net.educause.edu/ir/library/pdf/EQM0519.pdf
This article explains different types of journals and different varieties of reflective writing. It also explains that different types of journaling serve different purposes, and the best results are achieved when various journal methods are used. Phipps discusses the disadvantages of traditional journaling (such as hard to read handwriting, time management, and limited access), while also advocating electronic journals because they cannot be lost, are more organized, are pedagogically sound, and private.
Joshua Singer and Tyler Clark
Fahsl, A. J., & McAndrews, S. L. (2012). Journal writing: Support for students with learning disabilities. Intervention in School and Clinic, 47(4), 234-244. Retrieved from http://isc.sagepub.com.prox.lib.ncsu.edu/content/47/4/234
The article discusses the value of journaling for students (writing in general is beneficial for students in terms of developing their thinking skills). Specifically and as the title suggests, this article discusses the benefits of journal writing for students with learning disabilities and how journaling and journaling instructions can be structured for the benefit of students with disabilities. The article notes the importance of establishing clear and concise instructions, encouraging individual and collaborative efforts, making connections between the different strategies, and allowing for learning to be self-paced. The article discusses the importance of planning on the part of the teacher (establishing outcomes, determining goals and objectives, planning assessments and lessons, and meeting learner leads). Throughout the article, examples of good teaching practices are used as well as examples of student work.